---
title: "The Impact of Implicit Instruction upon the Use of English"
description: "The study asks whether implicit instruction, where learners meet language through tasks and input without overt attention to… 54 references."
authors: ["Oleksandr Kapranov"]
year: 2018
venue: "Baltic Journal of English Language, Literature and Culture 8"
source: "https://journal.lu.lv/bjellc/article/view/372"
doi: "10.22364/bjellc.08.2018.04"
licence: "CC BY-NC (journal licence per DOAJ; Baltic Journal of English Language, Literature and Culture)"
licence_url: "https://creativecommons.org/licenses/by-nc/4.0/"
summary_licence: "Elamur Cosmic License"
canonical: "https://research.elamur.ai/free/en/papers/kapranov-2018-impact-implicit-instruction-upon-use/"
---
[Elamur Research](https://md.research.elamur.ai/free/en/) · [this page in HTML](https://research.elamur.ai/free/en/papers/kapranov-2018-impact-implicit-instruction-upon-use/)

[home](https://md.research.elamur.ai/free/en/) / [papers](https://md.research.elamur.ai/free/en/papers/) / [2018](https://md.research.elamur.ai/free/en/papers/2018/page/6/) / The Impact of Implicit Instruction upon the Use of English Discourse Markers in Written Tasks at the Advanced Beginners’ Level of EFL Proficiency

# The Impact of Implicit Instruction upon the Use of English Discourse Markers in Written Tasks at the Advanced Beginners’ Level of EFL Proficiency

**Authors:** Oleksandr Kapranov · **Year:** 2018 · **Venue:** [Baltic Journal of English Language, Literature and Culture 8](https://md.research.elamur.ai/free/en/venues/baltic-journal-of-english-language-literature-and-culture/) ([Baltic Journal of English Language Literature and Culture 2018](https://md.research.elamur.ai/free/en/venues/baltic-journal-of-english-language-literature-and-culture/2018/)) · **Publisher:** [University of Latvia](https://md.research.elamur.ai/free/en/publishers/university-of-latvia/) · **Licence:** [CC BY-NC (journal licence per DOAJ; Baltic Journal of English Language, Literature and Culture)](https://creativecommons.org/licenses/by-nc/4.0/)

**Links:** [Publisher's page](https://doi.org/10.22364/bjellc.08.2018.04) · [PDF](https://journal.lu.lv/bjellc/article/download/372/355) · [DOI 10.22364/bjellc.08.2018.04](https://doi.org/10.22364/bjellc.08.2018.04) · [OpenAlex](https://openalex.org/W2809072046)

**Citations:** 5 citations (OpenAlex, 2026-10-14)

## Summary
The study asks whether implicit instruction, where learners meet language through tasks and input without overt attention to form, helps beginner EFL learners use English discourse markers (DMs) in writing. Nine adult, university-educated learners with Ukrainian as their L1 took an optional stand-alone course for advanced beginners. Each wrote a short descriptive text at the start of the semester (Task 1, "My Usual Day") and another at the end (Task 2, "My Unusual Day"). DM frequencies were counted with WordSmith and set against texts written by a control group. Implicit instruction brought no improvement. DM use fell between the two tasks, and some markers present in Task 1 were missing from Task 2. The learners' DM repertoire also looked narrow next to the controls'. The author concludes that DMs are hard for learners to notice and should be taught explicitly. The sample is very small, which the author acknowledges. He argues that such class sizes are typical of tertiary EFL teaching in Ukraine and the Baltic states.

## Key points
- Participants: 9 adult EFL learners at the advanced beginners' level, all with Ukrainian as L1, in an optional stand-alone course.
- Design: longitudinal pre/post comparison of two written tasks on parallel topics, at the start and end of one semester ("My Usual Day" vs "My Unusual Day").
- Method: quantitative, computer-assisted frequency counts of DMs using WordSmith (Scott, 2012), compared with control texts.
- Result: overall DM use declined from Task 1 to Task 2, and the markers *quite*, *so* and *still* disappeared entirely.
- Framing: the paper uses Fraser's definition of DMs (an S2-initial item signalling a relation between S1 and S2) and Fox Tree's typology (attitudinal, temporally sensitive, cohesive). Pragmatic competence follows Laughlin et al. (2015).

## Interesting ideas
- Testing the same writers on two parallel prompts at two points in time isolates change in a feature better than comparing different groups.
- Measuring repertoire (which marker types appear or vanish) and not only total frequency revealed a loss that raw counts would hide.
- Fraser's view of a DM as an S2-initial item linking two adjacent sentences gives a simple, positional definition that works for written text.
- Fox Tree's split of DMs into attitudinal, temporally sensitive (fillers) and cohesive classes ties marker type to register and spontaneity.
- Comparing learner texts against a control group's texts on the same task gives a baseline for judging whether a feature is underused.

## For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

- **I1** (learn): Mova could be evaluated on matched prompt pairs before and after a training round, so that measured gains are not confounded with topic differences.
- **I2** (back): generated text could be checked for the inventory of connectives it uses, flagging outputs that collapse to a few markers like "and" or "then".
- **I3** (frames): crate prag could use sentence-initial DMs as explicit cues for discourse relations (contrast, consequence, addition) between neighbouring clauses' frames.
- **I4** (tokens): the tagger could assign DMs a functional class, so that fillers are kept out of the parse while cohesive markers are passed on as relation signals.
- **I5** (answer): answers or summaries produced by Mova's student readers could be compared with reference texts on the same item to detect missing discourse linking.

*Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.*

## Institutions

Also on the byline: [Western Norway University of Applied Sciences](https://ror.org/05phns765).

📚 Shelves (4): [🎭 Arts and Humanities](https://md.research.elamur.ai/free/en/shelves/arts-and-humanities/) · 9,296 works · [🗣️ Language and Linguistics](https://md.research.elamur.ai/free/en/shelves/arts-and-humanities/language-and-linguistics/) · 9,206 works · [💭 Psychology](https://md.research.elamur.ai/free/en/shelves/psychology/) · 798 works · [💭 Developmental and Educational Psychology](https://md.research.elamur.ai/free/en/shelves/psychology/developmental-and-educational-psychology/) · 260 works

🧭 Topics (3): [English](https://md.research.elamur.ai/free/en/topics/english/) · 1,373 works · [🧵 Discourse analysis](https://md.research.elamur.ai/free/en/topics/discourse-analysis/) · 394 works · [🖍️ Grammatical error correction & learner language](https://md.research.elamur.ai/free/en/topics/grammatical-error-correction/) · 80 works

## Cite

Cite as: Oleksandr Kapranov. 2018. The Impact of Implicit Instruction upon the Use of English Discourse Markers in Written Tasks at the Advanced Beginners’ Level of EFL Proficiency. Baltic Journal of English Language, Literature and Culture 8.

The paper itself, not this page. BibTeX from the library's record of the work.

```bibtex
@article{kapranov2018impact,
  title = {{The Impact of Implicit Instruction upon the Use of English Discourse Markers in Written Tasks at the Advanced Beginners’ Level of EFL Proficiency}},
  author = {Oleksandr Kapranov},
  journal = {Baltic Journal of English Language, Literature and Culture 8},
  year = {2018},
  doi = {10.22364/bjellc.08.2018.04},
  url = {https://doi.org/10.22364/bjellc.08.2018.04}
}
```

- [← previous The Circumstantial Event Ontology (CEO) and ECB+/CEO: an Ontology and Corpus for Implicit Causal Relations between Events](https://md.research.elamur.ai/free/en/papers/segers-2018-circumstantial-event-ontology-ceo-ecb/)
- [next → The WAW Corpus: The First Corpus of Interpreted Speeches and their Translations for English and Arabic](https://md.research.elamur.ai/free/en/papers/abdelali-2018-waw-corpus-first-corpus-interpreted/)
- [↑ back to papers of 2018](https://md.research.elamur.ai/free/en/papers/2018/page/6/)

## References

54 references, 1 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

1. Alba-Juez, L. (2009) ‘Little Words’ in small talk: some considerations on the use of the pragmatic markers man in English and macho/tío in Peninsular Spanish. In R. Leow, H. Campos and D. Lardiere (eds.) Little Words. Their History, Phonology, Syntax, Semantics, Pragmatics, and Acquisition (pp. 171–182). Washington, DC: Georgetown University Press. [find](https://scholar.google.com/scholar?q=Alba%2DJuez%2C+L%2E+%282009%29+%E2%80%98Little+Words%E2%80%99+in+small+talk%3A+some+considerations+on+the+use+of+the+pragmatic+markers+man+in+English+and+macho%2Ft%C3%ADo+in+Peninsular+Spanish%2E+In+R%2E+Leow%2C+H%2E+Campos+and+D%2E+Lardiere+%28ed)
2. Andersen, G. (2001) Pragmatic Markers of Sociolinguistic Variation: a Relevance-Theoretic Approach to the Language of Adolescents. Amsterdam: John Benjamins. [find](https://scholar.google.com/scholar?q=Andersen%2C+G%2E+%282001%29+Pragmatic+Markers+of+Sociolinguistic+Variation%3A+a+Relevance%2DTheoretic+Approach+to+the+Language+of+Adolescents%2E+Amsterdam%3A+John+Benjamins%2E)
3. Andrews, K. L. Z. (2007) The effects of implicit and explicit instruction on simple and complex grammatical structures for adult English language learners. TESL-EJ, 11 (2): 1–15. [find](https://scholar.google.com/scholar?q=Andrews%2C+K%2E+L%2E+Z%2E+%282007%29+The+effects+of+implicit+and+explicit+instruction+on+simple+and+complex+grammatical+structures+for+adult+English+language+learners%2E+TESL%2DEJ%2C+11+%282%29%3A+1%E2%80%9315%2E)
4. Aşık, A. and Cephe, P. T. (2013) Discourse markers and spoken English: nonnative use in the Turkish EFL setting. English Language Teaching, 6 (12): 144–155. [↗](https://doi.org/10.5539/elt.v6n12p144)
5. Babanoğlu, P. M. (2014) A corpus-based study on the use of pragmatic markers as speechlike features in Turkish EFL learners’ argumentative essays. Procedia – Social and Behavioral Sciences, 136: 186–193. [find](https://scholar.google.com/scholar?q=Babano%C4%9Flu%2C+P%2E+M%2E+%282014%29+A+corpus%2Dbased+study+on+the+use+of+pragmatic+markers+as+speechlike+features+in+Turkish+EFL+learners%E2%80%99+argumentative+essays%2E+Procedia+%E2%80%93+Social+and+Behavioral+Sciences%2C+136%3A+186%E2%80%931)
6. Bell, P. K. (2017) Explicit and implicit learning: exploring their simultaneity and immediate effectiveness. Applied Linguistics, 38(3): 297–317. [find](https://scholar.google.com/scholar?q=Bell%2C+P%2E+K%2E+%282017%29+Explicit+and+implicit+learning%3A+exploring+their+simultaneity+and+immediate+effectiveness%2E+Applied+Linguistics%2C+38%283%29%3A+297%E2%80%93317%2E)
7. Brinton, L. J. (1996) Pragmatic Markers in English: Grammaticalization and Discourse Functions. Berlin/NY: Mouton de Gruyter. [↗](https://doi.org/10.1515/9783110907582)
8. Buysse, L. (2012) So as a multifunctional discourse marker in native and learner speech. Journal of Pragmatics, 44 (13): 1764–1782. [↗](https://doi.org/10.1016/j.pragma.2012.08.012)
9. Buysse, L. (2010) Discourse markers in the English of Flemish university students. In I. Witczak-Plisiecka (ed.) Pragmatic Perspectives on Language and Linguistics: Speech Actions in Theory and Applied Studies (pp. 461–484.). Cambridge: CSP. [find](https://scholar.google.com/scholar?q=Buysse%2C+L%2E+%282010%29+Discourse+markers+in+the+English+of+Flemish+university+students%2E+In+I%2E+Witczak%2DPlisiecka+%28ed%2E%29+Pragmatic+Perspectives+on+Language+and+Linguistics%3A+Speech+Actions+in+Theory+and+Applie)
10. Chen, H. I. (2010) Contrastive learner corpus analysis of epistemic modality and interlanguage pragmatic competence in L2 writing. Arizona working papers in SLA & teaching, 17: 27–51. [find](https://scholar.google.com/scholar?q=Chen%2C+H%2E+I%2E+%282010%29+Contrastive+learner+corpus+analysis+of+epistemic+modality+and+interlanguage+pragmatic+competence+in+L2+writing%2E+Arizona+working+papers+in+SLA+%26+teaching%2C+17%3A+27%E2%80%9351%2E)
11. Crystal, D. (1997) Cambridge Encyclopedia of the English language, 2 nd ed. Cambridge University Press, New York. [find](https://scholar.google.com/scholar?q=Crystal%2C+D%2E+%281997%29+Cambridge+Encyclopedia+of+the+English+language%2C+2+nd+ed%2E+Cambridge+University+Press%2C+New+York%2E)
12. Doughty, C. (2003) Instructed SLA: Constraints, compensation, and enhancement. In C. Doughty and M. H. Long The Handbook of Second Language Acquisition (pp. 256–310). Oxford: Blackwell. [↗](https://doi.org/10.1002/9780470756492.ch10)
13. Eslami, Z. R. and Eslami-Rasekh, A. (2007) Discourse markers in academic lectures. Asian EFL Journal, 9 (1): 22–38. [find](https://scholar.google.com/scholar?q=Eslami%2C+Z%2E+R%2E+and+Eslami%2DRasekh%2C+A%2E+%282007%29+Discourse+markers+in+academic+lectures%2E+Asian+EFL+Journal%2C+9+%281%29%3A+22%E2%80%9338%2E)
14. Fox Tree, J. E. (2015) Discourse markers in writing. Discourse Studies, 17 (1): 64–82. [↗](https://doi.org/10.1177/1461445614557758)
15. Fox Tree, J. E. and Schrock, J. C. (2002) Basic meanings of you know and I mean. Journal of Pragmatics, 34: 727–747. [↗](https://doi.org/10.1016/s0378-2166(02)00027-9)
16. Fox Tree, J. E. and Schrock, J. C. (1999) Discourse markers in spontaneous speech: Oh what a difference an oh makes. Journal of Memory and Language, 40: 280–295. [↗](https://doi.org/10.1006/jmla.1998.2613)
17. Fraser, B. (2015) The combining of discourse markers – a beginning. Journal of Pragmatics, 86: 48–53. [↗](https://doi.org/10.1016/j.pragma.2015.06.007)
18. Fraser, B. (1990) An approach to discourse markers. Journal of pragmatics, 14 (3): 383–398. [↗](https://doi.org/10.1016/0378-2166(90)90096-v)
19. Fukuya, Y. J. and Zhang, Y. (2002) Effects of recasts on EFL learners’ acquisition of pragmalinguistic conventions of requests. Second Language Studies, 21 (1): 1–47. [find](https://scholar.google.com/scholar?q=Fukuya%2C+Y%2E+J%2E+and+Zhang%2C+Y%2E+%282002%29+Effects+of+recasts+on+EFL+learners%E2%80%99+acquisition+of+pragmalinguistic+conventions+of+requests%2E+Second+Language+Studies%2C+21+%281%29%3A+1%E2%80%9347%2E)
20. Fuller, J. M. (2003) The influence of speaker roles on discourse marker use. Journal of Pragmatics, 35: 23–45. [↗](https://doi.org/10.1016/s0378-2166(02)00065-6)
21. Hellermann, J. and Vergun, A. (2007) Language which is not taught: The discourse marker use of beginning adult learners of English. Journal of Pragmatics, 39: 157– 179. [↗](https://doi.org/10.1016/j.pragma.2006.04.008)
22. Hobbs, M. and Keddle, S. J. (2010) Real life. Make Your Mark! Harlow: Pearson Education. [find](https://scholar.google.com/scholar?q=Hobbs%2C+M%2E+and+Keddle%2C+S%2E+J%2E+%282010%29+Real+life%2E+Make+Your+Mark%21+Harlow%3A+Pearson+Education%2E)
23. Howatt, A.P.R. (1984) A History of English Language Teaching. Oxford: Oxford University Press. [find](https://scholar.google.com/scholar?q=Howatt%2C+A%2EP%2ER%2E+%281984%29+A+History+of+English+Language+Teaching%2E+Oxford%3A+Oxford+University+Press%2E)
24. Hutchinson, B. (2004) [Acquiring the meaning of discourse markers](https://md.research.elamur.ai/free/en/papers/hutchinson-2004-acquiring-meaning-discourse-markers/). Proceedings of the 42 nd Annual Meeting of Association for Computational Linguistics (pp. 1–8). Association for Computational Linguistics.
25. Ifantidou, E. (2013) Pragmatic competence and explicit instruction. Journal of Pragmatics, 59: 93–116. [↗](https://doi.org/10.1016/j.pragma.2012.12.008)
26. Iglesias Moreno, Á. E. (2001) Native speaker – non-native speaker interaction: the use of discourse markers. ELIA, 2: 129–142. [find](https://scholar.google.com/scholar?q=Iglesias+Moreno%2C+%C3%81%2E+E%2E+%282001%29+Native+speaker+%E2%80%93+non%2Dnative+speaker+interaction%3A+the+use+of+discourse+markers%2E+ELIA%2C+2%3A+129%E2%80%93142%2E)
27. Kapranov, O. (2017a) Discourse markers in EFL academic essays written by primary school teacher candidates. Konin Language Studies, 5 (4): 473–493. [find](https://scholar.google.com/scholar?q=Kapranov%2C+O%2E+%282017a%29+Discourse+markers+in+EFL+academic+essays+written+by+primary+school+teacher+candidates%2E+Konin+Language+Studies%2C+5+%284%29%3A+473%E2%80%93493%2E)
28. Kapranov, O. (2017b) Discourse markers in academic writing in EFL by Swedish pre-service secondary school teachers of English. Logos et Littera, 4: 21–39. [find](https://scholar.google.com/scholar?q=Kapranov%2C+O%2E+%282017b%29+Discourse+markers+in+academic+writing+in+EFL+by+Swedish+pre%2Dservice+secondary+school+teachers+of+English%2E+Logos+et+Littera%2C+4%3A+21%E2%80%9339%2E)
29. Kasper, G. (1996) Introduction: pragmatics in SLA. Studies in Second Language Acquisition, 18: 145–148. [find](https://scholar.google.com/scholar?q=Kasper%2C+G%2E+%281996%29+Introduction%3A+pragmatics+in+SLA%2E+Studies+in+Second+Language+Acquisition%2C+18%3A+145%E2%80%93148%2E)
30. Kasper, G. and Rose, K. R. (1999) Pragmatics and SLA. Annual Review of Applied Linguistics, 19: 81–104. [↗](https://doi.org/10.1017/s0267190599190056)
31. Krashen, S. (1985) The Input Hypothesis: Issues and Implications. London: Longman. [find](https://scholar.google.com/scholar?q=Krashen%2C+S%2E+%281985%29+The+Input+Hypothesis%3A+Issues+and+Implications%2E+London%3A+Longman%2E)
32. Kyratzis, A. and Ervin-Tripp, S. (1999) The development of discourse markers in peer interaction. Journal of Pragmatics, 31: 1321–1338. [↗](https://doi.org/10.1016/s0378-2166(98)00107-6)
33. Laughlin, V. T., Wain, J. and Schmidgall, J. (2015) Defining and operationalizing the construct of pragmatic competence: Review and recommendations. ETS Research Report Series, 1: 1–43. [↗](https://doi.org/10.1002/ets2.12053)
34. Liu, B. (2013) Effect of first language on the use of English discourse markers by L1 Chinese speakers of English. Journal of Pragmatics, 45: 149–172. [↗](https://doi.org/10.1016/j.pragma.2012.11.002)
35. Long, M. H. (1996) The role of the linguistic environment in second language acquisition. In W.C. Ritchie and T.K. Bhatia (eds.) Handbook of second language acquisition (pp. 413–468). San Diego: Academic Press. [↗](https://doi.org/10.1016/b978-012589042-7/50015-3)
36. Martinez-Flor, A. and Soler, E. A. (2007) Developing pragmatic awareness of suggestions in the EFL classroom: A focus on instructional effects. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquee, 10 (1): 47–76. [find](https://scholar.google.com/scholar?q=Martinez%2DFlor%2C+A%2E+and+Soler%2C+E%2E+A%2E+%282007%29+Developing+pragmatic+awareness+of+suggestions+in+the+EFL+classroom%3A+A+focus+on+instructional+effects%2E+Canadian+Journal+of+Applied+Linguistics%2FRevue+canadienne)
37. Morell, T. (2004) Interactive lecture discourse for university EFL students. English for Specific Purposes, 23: 325–338. [↗](https://doi.org/10.1016/s0889-4906(03)00029-2)
38. Nguyen, M. T. T. (2011) Learning to communicate in a globalized world: To what extent do school textbooks facilitate the development of intercultural pragmatic competence? RELC Journal, 42 (1): 17–30. [↗](https://doi.org/10.1177/0033688210390265)
39. Nguyen, T. T. M., T. H. Pham and M. T. Pham (2012) The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of Pragmatics, 44: 416–434. [↗](https://doi.org/10.1016/j.pragma.2012.01.003)
40. Osvita.ua (2015) Reforma osvity. Available at osvita.ua/school/reform/47560 [Accessed on 21 December 2017]. [find](https://scholar.google.com/scholar?q=Osvita%2Eua+%282015%29+Reforma+osvity%2E+Available+at+osvita%2Eua%2Fschool%2Freform%2F47560+%5BAccessed+on+21+December+2017%5D%2E)
41. Polat, B. (2011) Investigating acquisition of discourse markers through a developmental learner corpus. Journal of Pragmatics, 43: 3745–3756. [↗](https://doi.org/10.1016/j.pragma.2011.09.009)
42. Povolná, R. (2012) Causal and contrastive discourse markers in novice academic writing. Brno Studies in English, 38 (2): 131–148. [↗](https://doi.org/10.5817/bse2012-2-8)
43. Rebisz, S. and Sikora, I. (2015) The main motivations of Ukrainian students who choose to study in Poland. Practice and Theory in Systems of Education, 10 (4): 385–396. [↗](https://doi.org/10.1515/ptse-2015-0037)
44. Rose, K. R. (2005) On the effects of instruction in second language pragmatics. System, 33: 385–399. [↗](https://doi.org/10.1016/j.system.2005.06.003)
45. Rose, K. R. (1997) Pragmatics in the classroom: Theoretical concerns and practical possibilities. In L.F. Bouton (ed.), Pragmatics and Language Learning, Vol. 8. (pp. 267–295). University of Illinois, Urbana-Champaign, Urbana, IL. [find](https://scholar.google.com/scholar?q=Rose%2C+K%2E+R%2E+%281997%29+Pragmatics+in+the+classroom%3A+Theoretical+concerns+and+practical+possibilities%2E+In+L%2EF%2E+Bouton+%28ed%2E%29%2C+Pragmatics+and+Language+Learning%2C+Vol%2E+8%2E+%28pp%2E+267%E2%80%93295%29%2E+University+of+Illinois%2C)
46. Rose, K. R. (1999) Teachers and students learning about requests in Hong Kong. In E. Hinkel (ed.), Culture in Second Language Teaching and Learning (pp. 167–180). Cambridge: Cambridge University Press. [find](https://scholar.google.com/scholar?q=Rose%2C+K%2E+R%2E+%281999%29+Teachers+and+students+learning+about+requests+in+Hong+Kong%2E+In+E%2E+Hinkel+%28ed%2E%29%2C+Culture+in+Second+Language+Teaching+and+Learning+%28pp%2E+167%E2%80%93180%29%2E+Cambridge%3A+Cambridge+University+Press)
47. Schiffrin, D. (1987) Discourse Markers. Cambridge: Cambridge University Press. [find](https://scholar.google.com/scholar?q=Schiffrin%2C+D%2E+%281987%29+Discourse+Markers%2E+Cambridge%3A+Cambridge+University+Press%2E)
48. Schmidt, R. (1993) Consciousness, learning and interlanguage pragmatics. In G. Kasper and S. Blum-Kulka (eds.) Interlanguage Pragmatics (pp. 21–42). NY: Oxford University Press. [↗](https://doi.org/10.1093/oso/9780195066029.003.0002)
49. Scott, M. (2012) WordSmith 6.0. [find](https://scholar.google.com/scholar?q=Scott%2C+M%2E+%282012%29+WordSmith+6%2E0%2E)
50. Šimčikaitė, A. (2012) Spoken discourse markers in learner academic writing. Studies About Languages, 20, 24–48. [↗](https://doi.org/10.5755/j01.sal.0.20.1196)
51. Soler, E. A. (2005) Does instruction work for learning pragmatics in the EFL context? System, 33 (3): 417–435. [↗](https://doi.org/10.1016/j.system.2005.06.005)
52. Sprott, R. A. (1992) Children's use of discourse markers in disputes: Form function relations and discourse in child language. Discourse Processes, 15 (4): 423–439. [↗](https://doi.org/10.1080/01638539209544821)
53. Wildner-Bassett, M. (1984) Improving Pragmatic Aspects of Learners Interlanguage. Tubingen: Narr. [find](https://scholar.google.com/scholar?q=Wildner%2DBassett%2C+M%2E+%281984%29+Improving+Pragmatic+Aspects+of+Learners+Interlanguage%2E+Tubingen%3A+Narr%2E)
54. Wildner-Bassett, M. (1986) Teaching and learning polite noises: Improving pragmatic aspects of advanced adult learners interlanguage. In G. Kasper (ed.), Learning, Teaching and Communication in the Foreign Language Classroom (pp. 163–178). Aarhus: Århus University Press. Oleksandr Kapranov (PhD, Assoc. prof. in English Linguistics) is currently employed at Western Norway University of Applied Sciences, Norway. His research interests involve academic writing in EFL, academic discourse, cognitive linguistics, and psycholinguistics. Email: oleksandr.kapranov@hvl.no [find](https://scholar.google.com/scholar?q=Wildner%2DBassett%2C+M%2E+%281986%29+Teaching+and+learning+polite+noises%3A+Improving+pragmatic+aspects+of+advanced+adult+learners+interlanguage%2E+In+G%2E+Kasper+%28ed%2E%29%2C+Learning%2C+Teaching+and+Communication+in+the+Fo)

*Updated 24 October 2026*